ERIC Number: EJ1125555
Record Type: Journal
Publication Date: 2017-Jan
Abstractor: As Provided
Exploring Individual Differences in Irregular Word Recognition among Children with Early-Emerging and Late-Emerging Word Reading Difficulty
Steacy, Laura M.; Kearns, Devin M.; Gilbert, Jennifer K.; Compton, Donald L.; Cho, Eunsoo; Lindstrom, Esther R.; Collins, Alyson A.
Journal of Educational Psychology, v109 n1 p51-69 Jan 2017
Models of irregular word reading that take into account both child- and word-level predictors have not been evaluated in typically developing children and children with reading difficulty (RD). The purpose of the present study was to model individual differences in irregular word reading ability among 5th grade children (N = 170), oversampled for children with RD, using item-response crossed random-effects models. We distinguish between 2 subtypes of children with word reading RD, those with early emerging and late-emerging RD, and 2 types of irregular words, "exception" and "strange." Predictors representing child-level and word-level characteristics, along with selected interactions between child- and word-characteristics, were used to predict item-level variance. Individual differences in irregular word reading were predicted at the child level by nonword decoding, orthographic coding, and vocabulary; at the word level by word frequency and a spelling-to-pronunciation transparency rating; and by the Reader group × Imageability and Reader group × Irregular word type interactions. Results are interpreted within a model of irregular word reading in which lexical characteristics specific to both child and word influence accuracy.
Descriptors: Individual Differences, Word Recognition, Word Frequency, Predictor Variables, Reading Difficulties, Correlation, Coding, Vocabulary Development, Decoding (Reading), Spelling, Pronunciation, Models, Naming, Phonological Awareness, Longitudinal Studies, Response to Intervention, Elementary School Students, Reading Tests, Books, Questionnaires, Measures (Individuals), Intelligence Tests, Verbal Ability, Vocabulary, Alphabets, Receptive Language, Statistical Analysis, Reading Skills, Classification, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test; Peabody Picture Vocabulary Test
IES Funded: Yes